Earth Science

In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) to identify student ideas in science explanations. The identified ideas, along with Knowledge Integration (KI) pedagogy, informed the design of a question bank to support students during the discussion. We compare groups formed by maximizing the variety of ideas among participants to randomly formed groups.

In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) to identify student ideas in science explanations. The identified ideas, along with Knowledge Integration (KI) pedagogy, informed the design of a question bank to support students during the discussion. We compare groups formed by maximizing the variety of ideas among participants to randomly formed groups.

These high-quality, NGSS-aligned science lesson plans are built on phenomena meaningful to rural students. They include plans for middle school science, as well as high school biology, Earth science, chemistry, and physics.

This collection offers K-12 curricula, activity guides, and other resources to support hands-on, inquiry-based investigations of the ecosystems and organisms around us. Themes include: Hudson River ecology, urban ecosystems, schoolyard ecology, biodiversity, water and watersheds, and data exploration and nature of science. Additional resources are available for home and distance learning.

This NGSS-aligned place-based curriculum features experiential, field-based, inquiry-oriented K-12 learning activities that incorporate real-world applications integrating Hawaiian and 21st Century STEA²M. It includes atmospheric, biology, and geology lessons, as well as teacher-created Hawaiʻi and American Samoa lessons.

This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators’ experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a particular interest in amplifying the voices of those in historically underrepresented communities.

In this article we introduce a National Science Foundation-funded research project called TecRocks that has developed new interactive simulations and an innovative online curriculum module that weaves rock formation and plate tectonics together such that secondary teachers and students can approach these two topics as integrated systems. In the 2022-23 school year, the curriculum was implemented in middle and high school classrooms across the United States.

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.